Rozprawy doktorskie na temat „Australian Catholic school principals”
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Australian Catholic school principals.
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Sprawdź 38 najlepszych rozpraw doktorskich naukowych na temat „Australian Catholic school principals”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.
1
Mellor, Graeme J., i res cand@acu edu au. "Reimagining the Catholic School: an exploration of principals’ responses to changing contexts of the contemporary catholic school". Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp114.25102006.
Pełny tekst źródłaStreszczenie:
The focus of this research project was the changing perception amongst practising Catholic school principals of the nature and purpose of the contemporary Catholic school. This examination was set within the changing social, ecclesial and educational contexts within which the Catholic school has operated in the decades following the Second Vatican Council (1962–1965). The research which was conducted amongst principals in the Archdiocese of Brisbane, Australia, was focused by two research questions. These were:How do principals currently perceive the purpose of Catholic schools? How do they perceive Catholic schools changing? The review of the literature examined elements of the changing environment of the contemporary Catholic school. It also surveyed the ways in which that literature described the effects of changing social, ecclesial and educational contexts upon the sense of purpose amongst principals of Catholic schools. The demise of “inherited meanings” and the reconstruction or reimagining of a new meaning structure provided the conceptual template for the study. Since the study explores the perceptions of leaders concerning their schools in times of extensive and foundational contextual change, it involved an interpretive research design. An epistemological stance of constructionism was adopted because it acknowledges the impact which engagement with the research exerts upon participants’ construction of meaning. An interpretivist theoretical perspective served to structure the research in a manner that was congruent with the philosophical foundations of the research questions. The employment of the research orientation of symbolic interactionism was appropriate because it holds that meaning and interpretation of phenomena are to be understood by listening to the voices and perspectives of the participants within a given context. A case study approach was utilised in the execution of the research design which allowed for flexible, systematic and continuing data collection, analysis and participant feedback. Data were collected through the use of personal, open-ended questionnaire, semistructured interviews, critical review interviews, focus groups and independent review and were analysed using constant comparative method. The research led to the conclusion that in the contemporary Catholic school, a high priority is given to the offering of a holistic educational experience to students. This, in turn, is predicated upon an anthropology which adopts a more unitive rather than dualistic view of the human person. This represents a significant conceptual movement within the period under study. A greater emphasis is also placed upon the evangelising role the Catholic school, which, in turn, acknowledges the increasingly secular environment within which it operates. At the same time, there is a strong, expressed belief amongst its leaders that the contemporary Catholic school offers an experience of a redemptive community in which its members can find acceptance, inclusion and a sense of the spiritual dimension of life which transcends the status of affiliation with the institutional Church.
2
Cannon, Helen Mary, i res cand@acu edu au. "Redesigning the Principalship in Catholic Schools". Australian Catholic University. School of Educational Leadership, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp76.09042006.
Pełny tekst źródłaStreszczenie:
The purpose of this research was to determine how the role of the principal in the Catholic school could be redesigned so that more quality applicants are prepared to seek principalship and principals already in the role could be retained. The catalyst for this study derived from the shortage of suitable applicants for the position of principal, a problem that exists not only in Australia, but also in many Western countries. An exploratory mixed method design was chosen for the study with the data gathering divided into two phases. The first phase was the qualitative phase during which the data were gathered using focus group interviews and analysed using QSR N6. The second phase was the quantitative phase, where the data were collected using a survey constructed from the data gathered and analysed in the first phase. This research project asked the question, how can the principalship be redesigned to attract more quality applicants to the role and retain incumbents already in the role? The research revealed that, to answer the question a fundamental rethinking of the principalship is necessary and that such momentous change requires nothing less than a paradigm shift. The new paradigm would be based on sharing leadership rather than on an hierarchical approach. It would have structures that are flexible and customised to the local needs of the school and school community. Learning would be central and a work/life balance would be essential, for all principals. The new paradigm would also offer enough flexibility to encourage women to both take up, and remain in, principalship. The findings from this research led to the development of nine propositions, which, it is suggested, should inform and influence the new paradigm of principalship. Together with the recommendations, they provide a scaffold and a guide to action for redesigning the principalship.
3
Hanks, Jennifer A., i n/a. "School based management: the Principals' perspective". University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.133742.
Pełny tekst źródłaStreszczenie:
This study details the background to the establishment
of Parish School Boards in the Archdiocese of Canberra and
Goulburn, and reports and analyses the perceptions of all
ACT Catholic, systemic, primary school Principals who
operated with a Parish School Board in 1993.
The movement towards Parish School Boards finds its
genesis in the Second Vatican Council where the Church was
invited to collaborate in decision-making based on the
belief that all the faithful have gifts, knowledge and a
share of the wisdom to bring to the building of the Church.
The nature and structure of Catholic education was seen as a
suitable vehicle for encouraging communities to engage in
shared decision-making and in participatory democracy under
the Church model of subsidiarity, collegiality and
collaboration.
The introduction of Parish School Boards into the
Archdiocese can be seen as the implementation of a radical
change to the educational mission of the Church and the
educational leadership of the faith community. Reflecting
'new management theory' in both the secular and Church
worlds, a key stakeholder is the school Principal whose role
and relationships change as he or she learns to work within
a team, sharing leadership.
This study examines the responses of nineteen
Principals who were interviewed by the researcher in order
to determine how they work with a Parish School Board and
what effects the board has on their work.
Research studies in the area of School-Based
Management and Shared Decision-Making have informed the
review, and the Principals' responses from this study have
been analysed in the light of secular and Church literature
on leadership, devolution and change.
The respondents of this study, the school Principals,
report the benefits of collegiality and collaboration but
their unresolved tensions relate to work overload, lack of
clarity of the roles and responsibilities of the various
local level decision-making groups, increased administrative
complexity, community demand for ever widening consultation
and the challenge of consensus decision-making.
All Principals report an urgent need for professional
development for themselves and for the system to provide a
more explicit focus on parish and community formation with
the commitment of the necessary resources to sustain this
radical change.
4
McEvoy, Francis Joseph, i res cand@acu edu au. "How is Religious Leadership Understood and Practised by Principals in Catholic Secondary Schools in South Australia?" Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp125.25102006.
Pełny tekst źródłaStreszczenie:
This thesis explores the religious dimension of the role of the principal in the Catholic Secondary Schools of South Australia. The study is set in the context of a complex and changing environment. Society is becoming increasingly secular, and religious values are on the wane. The role of the principal has become progressively more encumbered by government regulation and policy and an increased level of accountability for a wide range of school outcomes, many of these outside the core purposes of the school (Fullan, 2003). In Catholic schools, the numbers of the professed religious men and women, traditionally the backbone of those schools, has declined dramatically in the last two decades and lay persons have taken over from members of religious congregations as principals in most Catholic Secondary Schools in South Australia This represents a paradigm shift in leadership in the Catholic schools. It has resulted in an increased focus from within both the Church and the Catholic Education System on the essential Catholic nature of those schools, and the role of the Principal in nurturing and managing this. The study found that principals had a deep sense of the importance of this dimension of their role, but that they felt a real need for more support and formation, especially in the scriptural and theological aspects of leadership. Most felt pressured by the ‘normal’ routine of principalship, and were looking for ways to ‘make time’ for reflection in order to better ground their actions and decisions in the core values of the schools, the System and the Church. As a result of this research, a series of recommendations are offered to Church and System authorities, to principals and to those aspiring to be principals in the Catholic Secondary Schools in South Australia. These relate to professional practice in such areas as defining the nature of the Catholic schools, and recognizing their particular charisms; developing leadership succession strategies and preparation courses for aspiring leaders; exploring alternative approaches to the principal selection process, and developing a mentoring program and professional support networks.
5
Dwyer, John Aloysius. "Catholic schools and Catholic social principles : a comparative study of Australia, England and Wales, and the United States of America". Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10006565/.
Pełny tekst źródłaStreszczenie:
This thesis questions to what extent Catholic schools in Australia, England and Wales, and the United States are being able to form their pupils in Catholic social principles today. Catholic schools, because of what they are and of what they purport to be, must always be open to questions of authenticity. Over recent years there has been a steady and subtle, but very significant, increase in the role of governments in non-government education in Australia, England and Wales and the United States. There is concern that non-government schools, particularly Catholic schools, may be becoming unwitting and complacent vehicles of government policy, whether it be a Labour government in Australia, a Conservative government in England and Wales, or a Republican government in the United States. The thesis examines the nature of this government intervention in Catholic schools in these countries over recent years, and considers whether such intervention has been antithetical to the school's capacity to develop the pupils in a sound understanding of Catholic social justice principles. It looks at reasons why Catholic schools in these countries today have difficulty reconciling their aims for social justice with prevailing government's economic and social policies. It is a comparative study, to see how an analysis of such developments in England, Wales and the United States can illuminate these issues in Australia. The thesis attempts to locate, evaluate and synthesise evidence to give a much clearer picture of the difficulties Catholic schools have to face in their call to evangelise modern youth. The investigative method used is essentially a historical analysis of policy documents of the Catholic Church, of the popes, bishops and Catholic education bodies, of the governments and Courts of the countries concerned, of recent statistical data, and of a series of informal interviews. Visits were made to a number of Catholic tertiary institutions to estimate current input in terms of modern Catholic social teaching. In the conclusion the thesis offers strategies to current Catholic educational administrators which may help improve the effectiveness of their Catholic social justice teaching.
6
Ugochukwu, L. C., i n/a. "Catholic education in practice : a case study of a Catholic high school". University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20061109.161949.
Pełny tekst źródłaStreszczenie:
An aspect of Australian education is the continued presence
of the Catholic schools including those in the Archdiocese of
Canberra and Goulburn. They have continued to be a
significant part of Australian education after decades of ups
and downs. The question today is not whether Catholic
schools will survive but rather how effective they will be
despite the changes which have taken place over the last few
decades. Catholic schools still aim to provide all the
elements of a State education, and in addition, to offer them
within a Catholic setting. They have tried to create an
environment that will continue to reflect the cultural values
of its members.
The Theses is on Catholic Education in Practice: A Case
Study of a Catholic High School in the A.C.T. The Theses is
based on historical and analytical approach. The results of
a case study involving random sampled students, their
parents/guardians and teachers in a Catholic High School in
the A.C.T. sets out to investigate what factors still attract
them to the Catholic school despite the significant changes
that have taken place since Catholic education was introduced
into Australia. By examining these three groups of
people who are directly involved in Catholic schools, it
is hoped that a more balanced assessment of the extent
to which ideals and practices of Catholic education have
been retained.
The results show that students attend Catholic schools
for a variety of reasons including academic and
religious and because of the traditional approach to
areas such as discipline. The religious values continue
to be an important part of the school which makes it
distinctively Catholic, but the integration is not as
pervasive as previous due to the change in the nature of
staff and students at the school.
7
Barisano, Erin C. O. "Forming and Supporting Lay Catholic Elementary School Principals as Spiritual Leaders". Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10271110.
Pełny tekst źródłaStreszczenie:
The role of a Catholic school principal is complex and includes promoting Catholic faith and spirituality throughout the school community. The additional job requirements of spiritual leadership are intentional formation for prospective and novice principals and efforts to sustain spirituality for experienced principals. This qualitative study explored the perceptions held by experienced lay elementary principals of their role as spiritual leader as well as how prepared they felt to serve in this role. Additionally, the study explored suggestions for sustaining principals in their role as spiritual leader. Participants were six lay Catholic elementary principals working in the Archdiocese of Los Angeles. Data were collected in the form of written reflections, interviews, and a focus group. There were three rounds of written reflections and interviews. A focus group was conducted after the three rounds of data collection. Initial analysis was conducted by identifying emerging themes for each research question. The Four Pillars of Jesuit Leadership Framework was used to discuss the findings. Findings indicated the need for formation and training programs for lay Catholic elementary school principals specifically focused on their role as spiritual leader. Additionally, principals need more supports and opportunities to renew themselves to continue serving as spiritual leaders. These findings support the need for the archdiocese to take responsibility for training and forming lay principals as this responsibility is beyond the scope of the Department of Catholic Schools.
8
Slattery, Michael Joseph, i res cand@acu edu au. "The Role of the Catholic School Principal in the Face of Modern Day Challenges and Demands: Key behaviours, issues, perceptions, challenges and dilemmas facing Catholic school principals in the late 1990s". Australian Catholic University. School of Educational Leadership, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp216.04092009.
Pełny tekst źródłaStreszczenie:
In light of the challenges faced by post-modern principals, and the changes in the Catholic Church and in Catholic education, this study aimed to analyse and identify the work of the principal in a Catholic school in the late 1990s. This meant examining the perceptions of the principal's work as identified by principals themselves, and those key players who work with them in Catholic schools. The study identified the key behaviours of principals in Catholic schools, and the factors that tend to enhance or inhibit their work. In the initial phase of the research, the instrument used in the study was a self administered questionnaire that consisted of 123 key behaviours which respondents were asked to rate according to degree of importance. The second instrument used was a semi-structured interview with a sample of principals. This methodology was designed as a further check on reliability and validity of the questionnaire. It was apparent from this research that in the late 1990s, it was essential that the principal in a Catholic school be committed to creating an authentic Catholic school where a climate of care prevailed, and where respect and privacy for families was upheld. The principal must be committed to whole school philosophy, orientated toward servant leadership, and able to articulate and bring into practice the ethos of a Catholic school. As well, the study showed that it was crucial for the Catholic school principal to ensure appropriate staffing, and that an atmosphere of co-operation and communication existed within the school community. In developing policies that incorporated the ideals of the Vision Statement, the study suggests that the Catholic school principal ensured that excellence in all areas of human growth is treasured. Bearing in mind that each participating group indicated different priorities, support for the principal and the development of skills, is essential for their work to be effective in Catholic schools of the new millennium.
9
Roche, Kevin W. "Principals' responses to moral and ethical dilemmas in Catholic school settings". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0014/NQ27770.pdf.
Pełny tekst źródła
10
Cardarelli, Rosaline. "The Impact of Leadership Behaviors of Blue Ribbon Catholic School Principals on School Culture". W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618797.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to conduct an analysis of six successful Blue Ribbon Catholic schools to determine the relationship between principal's leadership behaviors, teacher's perceptions of principals and resulting school culture within six successful Blue Ribbon schools. A mixed methods approach for analysis was used through both qualitative and quantitative methods by means of principal interview data, observations, survey data, principal survey, and teacher survey. Participants in the survey included six principals and 80 teachers from elementary and high schools from rural as well as urban schools. The six schools in the study were all co-educational and ranged in size from 450 students to 1,200 students, with an average of 36 teachers per school and a 16:1 student teacher ratio.;The Bolman and Deal Four Frame Model (2008) provided the basis for the questions and surveys used to collect data concerning principal leadership, teacher's perceptions of principal leadership and overall school culture. The four frame organizational theory model components are described as: the Structural Frame, which focused on goals, rules, and policies; the Human Resource Frame, which addressed roles, norms, and relationships; the Political Frame, which focused on power, self-interest and aspirations; and the Symbolic Frame, which provided a view of culture, norms and values. Constraints included deviation from normal school schedules due to significant weather-related school closures and limited time for long term classroom observation. A correlation between principal leadership and overall school culture was validated overall but there was no significant statistical difference among the values of the frames as they apply to impact on school culture.
11
Boyle, Maureen, i n/a. "Principals' perceptions of school based management in Australian Capital Territory government schools". University of Canberra. School of Teacher Education, 1999. http://erl.canberra.edu.au./public/adt-AUC20060609.152858.
Pełny tekst źródłaStreszczenie:
This thesis investigates the views of principals in government schools in the Australian
Capital Territory (ACT) regarding school based management (SBM). School based
management is defined as the delegation of certain decision making functions from
central bureaucratic control to a group of personnel located at the school site. In the
case of the ACT, delegation of decision making to school sites began in 1974. An
additional set of responsibilities was delegated in the 1997/98 period. This study
concentrates on the latter period but also takes the extended period of devolution into
account.
This investigation is based on qualitative and quantitative methods of enquiry and data
collection to investigate principals' perceptions of SBM, particularly in relation to the
demographic variables of the schools, and selected personal and professional
characteristics of the principals. Initially twenty six semi-structured interviews were
conducted with principals to determine a framework of seven constructs in relation to
SBM. Qualitative data are reported by drawing on the extensive unabridged transcripts
of the interviews. The data arising from the interview stage formed the basis for
construction of a questionnaire administered to the total population of ninety seven
principals in government schools in the ACT. The questionnaire consists of
demographic, personal and professional items concerning the school and the principal,
items related to the impact of SBM, questions regarding the principals' perceptions of
satisfaction with their work, and the importance principals place on selected aspects of
their role, particularly following the extension of SBM.
Results of the questionnaire are reported using frequency distribution for each of the
items in the questionnaire, followed by factor analysis and analysis of variance to test
significant differences in the principals' views at the 0.05 or greater level. Results of
these analyses show that principals have common perceptions in general about the
nature and impact of SBM. Principals' perceptions are however, mediated by a
number of independent variables. These are gender of the principal, experience of
more than one year's work outside the field of education, the sector of their school, ie
primary, high school or college, and the geographic location of the school. Their
participation in SBM training programs, bureaucratic support to assist them in
implementing SBM, and their expressed need for continued professional development
are additional independent variables where statistically significant differences are
apparent.
Principals in this study view the extension of SBM responsibilities more as an
administrative function, than an opportunity to engage in restructuring the school.
They see that their role has expanded to place strong emphasis on business
management and they consider that they are now working in a market oriented climate
where competition for students is a real issue. Hours of work have increased, and
maintenance of a balance between work and personal life is a growing concern.
Despite this they do not want to return to the former arrangements and continue to
express satisfaction with the intrinsic rewards of their profession such as contact with
students, colleagues and the community.
These results provide important insights into the type of SBM evident in ACT
government schools at the time of this study. A number of recommendations for future
research and practice are presented related to the findings and linked to the key themes
arising in the literature.These suggest ways that SBM can and might be used as a
catalyst for development of a new paradigm for education, which will meet the needs
of a 'knowledge society' (Drucker, 1995) and engage schools in moving 'beyond the
self managing school', (Caldwell and Spinks, 1998).
12
McCann, Paul, i res cand@acu edu au. "Principals’ Understandings of Aspects of the Law Impacting on the Administration of Catholic Schools: some implications for leadership". Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp129.17052007.
Pełny tekst źródłaStreszczenie:
This study explored the interface between the leadership of Catholic schools and the legal framework of the social/cultural context of Australian Society. Specifically, the study investigated the legal issues impacting on Catholic schools, principals’ understandings of these legal issues and the sources used in gaining these understandings. The congruency between these understandings and the current interpretations of areas of the law were also examined, along with the influence legal issues have on principals; in particular, their perceptions of how these legal issues relate to carrying out their leadership roles aligned with the characteristics and ethos of the Catholic school. In this overall context, the influence of a number of variables such as school complexity, location, and primary and secondary school environments was also examined. The study commenced with an examination of the development of Catholic schools within the Australian social/cultural context, an exploration of leadership as it relates to Catholic schools and a survey of the literature indicating the scope and nature of the legal matters impacting on schools within the Australian legal framework. To gather data relevant to the purposes of the study, a Survey Questionnaire was constructed and distributed to principals of all systemic Catholic schools administered by the Brisbane Catholic Education Centre. The quantitative and qualitative data provided via this instrument was supplemented and corroborated by information gathered through discussions, observations, and reference to documentation and records. The findings of the study confirmed that Catholic schools were involved with a wide range of legal issues, involvement being more pronounced in some areas than others, and like all legal issues within the Australian social/cultural context, those impacting on schools were subject to regular renewal and development. In relation to the latter, participants identified emerging areas of the law which were starting to have an impact on their schools. Principals’ overall understandings of current interpretations of legal issues were not of a high standard. However, some understandings, particularly relating to statue law were more accurate than understandings of common law issues. Principals used a wide range of sources to gain legal understandings, and interactions with fellow principals and personnel within the Brisbane Catholic Education System who supported and supervised principals, featured prominently. However, access for principals to designated legal practitioners for advice on legal matters was a need revealed. Involvement of principals in formal and less formal professional learning experiences relating to legal matters was limited, and participation did not have a significant influence on developing more accurate understandings of legal issues. Nevertheless, the need for continued personal and professional learning with regard to legal issues was highlighted by this study, especially considering the continued renewal and development of the law, and the stress created by the lack of legal understandings. The findings indicated legal matters were having a large impact on Catholic schools; 90% of participants experienced stress associated with legal matters, and 70% saw this as an increasing phenomena. While a number of variables inter-relate to form a cumulative effect contributing to stress, participants ranked the most prominent source of stress as lack of legal knowledge. The impact of legal matters was not confined to addressing legal matters per se, but a constant threat of legalism overshadowing principals in their leadership roles. Overall, there was a high compatibility between the ethos of the Catholic school and the resolutions reached, and the process used in coming to a resolution of legal matters. However, participants were more confident in their perceptions of a high compatibility with the resolutions reached than with the processes used.No one variable examined, had an overall significant influence on the understandings, involvement and impact of legal issues on the leadership of Catholic schools. However, a number of significant relationships were identified with particular aspects of the study. Surprisingly, the study did not reveal a significant relationship between the length of time spent as a principal in a Catholic school and the accuracy of understandings of legal issues impacting on schools. It was suggested that the development of principals’ understandings of legal issues could be closely related to the continued personal and professional learning and growth of leaders within Catholic schools, particularly within School Leadership Teams. Suggestions to support this growth and learning were offered as part of the overall development of leadership within Catholic schools.
13
Arthur, Jamie Faser. "What is the Lived Experience of Laywomen Who Serve as Catholic Elementary School Principals in their Roles as Faith Leaders?" Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/86.
Pełny tekst źródłaStreszczenie:
Catholic schools in the United States have experienced daunting challenges since Vatican II (1962-1965) with a 45% decrease in number attributed to decisions made by Church leaders. Traditionally led by religious, the National Catholic Education Association (2010) reported 97% of Catholic schools are now staffed by lay people. This research details the importance of Catholic schools to the evangelizing mission of the Church, defines the role of laity, and acknowledges a lack of programs that support lay Catholic principals. Past studies provide a snapshot of trends, list expected competencies, and compare their positions to public school counterparts. The literature review indicates little attention has focused on lived experiences of lay Catholic principals. This study presents the stories of six female Catholic principals in an effort to provide a greater understanding of the responsibilities associated with their roles.
Using narrative case study design, this research reveals aspects of their lives, careers, and families as it pertains to their experiences as Catholic principals. Six major themes emerged from the analysis of data: (1) the unwavering link between the Catholic Church and school; (2) the call for leadership that deepens the faith of their constituencies; (3) the importance of building community as a dimension of the principal’s role as faith leader; (4) the requisite for principals to model faith in action; (5) the need for spiritual and professional development to support principals as faith leaders; and, (6) the negotiation of tensions in their personal and professional lives.
Results provide a richer understanding of the complexity associated with lay leadership and informs the reader of areas in need of further research to assure the future of Catholic education in the United States. Specifically, findings suggest Church leadership structure programs that adequately prepare lay Catholic principals for their roles, perform studies focused on the multifaceted roles associated with Catholic school leadership, and create opportunities for spiritual and professional development for those who currently serve in these positions. The study confirms priests as the link between the Catholic Church and school, and suggests their preparation, as well as desire to oversee a Catholic school, as critical.
14
Glynn, Charles J. "Case study in Catholic school leadership strategy the role of elementary school principals in recruiting students /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239657.
Pełny tekst źródłaStreszczenie:
Thesis (Ed.D.)--Indiana University, School of Education, 2006.Title from PDF t.p. (viewed Dec. 1, 2008). Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3662. Adviser: Ronald E. Barnes.
15
Moore, Peter Joseph, i n/a. "Two school-based evaluations at a Catholic high school in the ACT a review". University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061019.091214.
Pełny tekst źródłaStreszczenie:
The completion of two school-based evaluation reports at a
Catholic High School in the ACT highlighted the need for
support structures both for evaluating staff and for the
management of an evaluation report. The writer (a school
principal) felt a need to review school-based evaluations
in a more professional manner, and to ensure that
evaluations were managed with greater support for the staff
involved.
In the absence of known Australian checklists, designed to
review school-based evaluations, two recognised evaluation
checklists, those of Russell and Maling-Keepes, are tested
as instruments of review, by applying them to the two
school evaluation reports. Four evaluation reviews are
documented, in all. The main purposes of this research
were:
(1) to determine the merits of the completed evaluations by
applying the checklists of Russell and Maling-Keepes,
(2) to test the relevance of the evaluation checklists of
Russell and Maling-Keepes as instruments of review at
the school level,
(3) in the light of this research, to be in a better
position to recommend
a) a suitable review method for use by Catholic
School Principals,
b) support structures, both at a system level and a
school level, to assist the development of
school-based evaluations.
16
Politz, Arthur Jay. "Leadership styles of principals and student achievement in selected Catholic schools of Indiana". Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776641.
Pełny tekst źródłaStreszczenie:
The purposes of the study were to identify leadership styles of principals as perceived by teachers in selected Catholic schools of Indiana, and to determine if leadership styles of principals were correlated with achievement of seventh-grade students. Participants were selected from a population of 140 elementary schools of the Diocese of Ft. Wayne-South Bend, the Diocese of Gary, and the Archdiocese of Indianapolis. The instruments used to collect data were the Leader Effectiveness and Adaptability Description (LEAD-Other), and the Iowa Test of Basic Skills (ITBS). The LEAD-Other was used to measure teacher judgments of principal leadership style, and the ITBS was used to measure academic growth of seventh-grade students.The sources of data for the study were 22 principals, 135 teachers and 2,134 students of the 22 schools. The distribution of leadership styles of the 22 principals was: 2 principals as Style 1 (Telling); 13 principals as Style 2 (Selling); 6 principals as Style 3 (Participating), and 1 principal as Style 4 (Delegating). The 2,134 students, with their respective grade equivalent means, were distributed among the four styles of principal leadership as: Style 1, 193 students with a mean of 9.04; Style 2, 1,261 students with a mean of 8.98; Style 3, 602 students with a mean of 8.86; and style 4, 78 students with a mean of 9.42. An ex post facto research design was used for the study. A single classification analysis of variance (ANOVA) and a multiple comparison procedure were used to analyze data. Seventh-grade students differing on independent variables of leadership styles of the principal, gender of student, and enrollment size of school were compared on the dependent variable of student achievement scores. Analysis of variance findings indicated significant differences existed between comprehensive score gains for seventh-grade students and leadership style of principals, based on an F value of 5.69 that was significant at the .05 alpha level. Data from the Newman-Keuls procedure indicated the Style 4 mean of 9.42 was significantly higher at the .05 level than the means for Style 1, Style 2, and Style 3 respectively. Analysis of variance findings indicated significant differences did not exist between comprehensive score gains for seventh-grade students and size of enrollment, based on an F value of .41 that was not significant at the .05 alpha level. Analysis of variance findings indicated significant differences did not exist between comprehensive score gains for seventh-grade students and gender of students, based on an F value of .07 that was not significant at the .05 alpha level.These data indicated seventh-grade students in schools where the principal was perceived by teachers as being Style 4 (Delegating) have significantly higher mean test scores than dostudents in schools where the principal was perceived by teachers as being Style 1, Style 2, or Style 3. Neither size of enrollment nor gender of student revealed a significant relationship upon the achievement of students.Department of Educational Leadership
17
Belmonte, Angelo. "Voices of lay principals : promoting a Catholic character and culture in schools in an era of change /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19679.pdf.
Pełny tekst źródła
18
Whelan, Anthony, i res cand@acu edu au. "A study of Catholic School Consultants in New South Wales: Their leadership, relationship with principals and influence on schools". Australian Catholic University. School of Education, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp2.14072005.
Pełny tekst źródłaStreszczenie:
How do the Catholic Schools Consultants through their leadership and relationship with Principals influence the outcomes of Catholic systemic schools in New South Wales (NSW)? This research question has been of considerable interest to the professional communities of Catholic educators. Throughout NSW there are eleven diocesan Catholic school systems, each led by a Director assisted by senior field officers called Consultants, the equivalent position of Area superintendents or inspectors in other school systems. The leadership of these Consultants is considered critical for the effectiveness of the school systems especially through their influence on and with Principals. Within this survey research study, the total population of Consultants and Principals was invited to participate, and 45 Consultants (90%) and 365 Principals (76%) responded. The research study was based on the assumption that a classical view of leadership should be augmented by a more complex, interactive view of leadership as relationship that influenced outcomes in school systems. The study was operationalized in three dimensions. Leadership was described by ten variables, derived from Sashkins (1998) Visionary Leadership Theory. The relationship between Consultant and Principals was posited as a composite of two variables, Interpersonal Relation and Shared Catholic Leadership Mindset, that are viewed as explanatory, mediating variables. Three selected outcome variables are posited Educational Outcomes, School Outcomes and Spiritual Outcomes. The fifteen variables so described were developed and/or validated for this study using confirmatory factor analysis. Additionally, the impact of three demographic background factors of gender, school type, and years of networking association between Consultant and Principals on the main variables in the study was examined. A mediated effects survey research design was used. Survey questionnaires were sent from the local Catholic Education Office to each volunteer Consultant and to her/his associated network of Principals on a confidential basis and returned directly to the researcher. At no stage did the researcher know the identity of the respondents. Data analysis methods included comparative means analysis of Consultants and Principals perceptions of the variables; multiple regression analysis and structural equation modelling to examine the associations between variables; MANOVA analysis to examine demographic background factors; and finally some descriptive analysis of survey data to provide validation or further insights. The study results showed that both Consultants and Principals agreed that the Consultants demonstrated visionary leadership as defined by Sashkin (1998) although there were significant differences on seven leadership factors. There was high level agreement that Consultants and Principals exhibited a shared mindset, described as Shared Catholic Leadership Mindset, and outstanding interpersonal relationships. Findings about the associations between variables showed different results for Principals and Consultants. The Principals model suggested that the two relationship variables acted as mediators between some of the ten leadership variables and the three outcome variables. On the other hand, the Consultants model suggested that neither of the two relationship variables acted as mediators, but that only two leadership variables, Capable Management and Creative Leadership, had any influence on Outcomes. There were no significant differences on results due to gender, school type or years of networking association for either Principals or Consultants. These results, supplemented by qualitative findings, led to the conclusion that there was a need for system policy makers to reconceptualise the leadership of such Consultants to emphasise the importance of the shared mindset, and the synergistic element in the relationship between Consultant and Principals. There was a recommendation that further research replicate this study with other Catholic, Government and independent education systems. The use of structural equation modelling analysis in similar future research was also recommended.
19
Albinger, Kenneth Charles, i n/a. "Using Values: a Qualitative Analysis of Ethical Dilemmas Encountered by Australian Lutheran Secondary School Principals". Griffith University. School of Curriculum, Teaching and Learning, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060815.170949.
Pełny tekst źródłaStreszczenie:
Recent studies of effective leadership for schools suggest relationships between the work of principals and beliefs, values and theoretical knowledge. However, it is not clear how these relationships work. In schools of the Lutheran Church of Australia the situation is complicated by expectations that principals will be operating with a Lutheran Christian world view. The precise nature of the role of world view in determining professional action has not been fully researched. This study made use of analysis techniques grounded in symbolic interactionism to examine the construction of meaning and rationale for professional actions by Lutheran secondary school principals. It sought to understand the impact of value on meaning and decision in ethically challenging situations. The central question of this research was: What values influence the reflection of Australian Lutheran secondary school principals as they address ethical dilemmas in their woik? Drawing on the accounts given by three Australian Lutheran secondary pnncipals to provide data for analysis, and making use of membership category analysis techniques, the study found that three statements could be made: 1. There is evidence in the accounts to suggest that the way principals perceive dilemmas is the result of a filtering process where some facts ate not fully considered prior to action. 2. There is evidence in the accounts to suggest that the filtering process is more strongly influenced by sub-rational and trans-rational values than by rational values. 3. There is evidence in the accounts that each piincipal has a world view that is partially shaped by values implicit in the Christian tradition. These findings are tentative because of the limited scope of the research. They have implications for the theoretical literature, suggesting that mote attention needs to be given to the impact of trans-rational and sub-rational values as filters of perception in difficult decisions. 'The findings suggest that any study of the reflection of school principals in ethically challenging situations should take into account the power of non-rational values to be a lens that distorts what is considered in the reflective process'. They also have implications for further research by those interested in Lutheran schools and those interested in the importance of values in shaping perception. Finally they have implications for those who prepare piincipals for Lutheran schools, suggesting the need for a clearer articulation of a philosophy for Lutheran schooling and for the development of the habit of critical reflection in Lutheran principals.
20
Ho, Kwok-cheung Joseph. "The expectations of teachers and principals concerning teachers' participation in school administration in a sample of Salesian schools in Hong Kong". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B3862719X.
Pełny tekst źródła
21
Price, Damien Faust, i res cand@acu edu au. "An Exploration of Participant Experience of the Service Learning Program at an Australian Catholic Boys’ Secondary School". Australian Catholic University. School of Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp192.04032009.
Pełny tekst źródłaStreszczenie:
This research explores participant experience of the Service Learning Program in the context of an Australian Catholic Boys’ Secondary School. The research aims to explore what is happening as adolescent participants engage in working and relating with homeless people over an extended period of time. What are they learning? What sense or meaning are they making of their experiences, and are they deepening their value and belief system towards existential change? Service Learning is a curriculum initiative that Australian Secondary Schools are implementing to assist in the development of both the ethos of schools and in attempts to meet the needs of Twenty-first Century youth for a relevant education. While the benefits for participants in Service Learning are well documented, the effects upon recipients of the services provided, and whether the benefits for participants are the result of prior learning, family factors, or predispositions to this type of experiential learning, remain unclear. While Service Learning Programs are proving to be increasingly popular for school administrators, there appears to be a lack of clear models for Service Learning, its links to academic curriculum, or clearly articulated goals to assess success and achievement. A real danger of an adhoc approach to Service Learning in schools exists. The discussion of benefits to participants has not clearly identified links between program elements and hoped for benefits, nor has it examined the process or journey that participants have engaged in. Critical reflection on these issues has informed the purpose of this research and helped to shape the following research questions that focus the conduct of the study: Research Question One What features of the Service Learning Program at Holy Family College impact on participant experience? Research Question Two What changes are there in the meanings participants give to their experiences in the Service Learning Program over time? Research Question Three How do participants perceive their Service Learning experience in terms of their personal world view and the world view promoted by the school? The theoretical framework for this study was that of Constructionism as the criteria for judging that neither ‘reality’ nor ‘validity’ are absolute; rather they are derived from community consensus of what is ‘real’, what is useful, and what has meaning. In exploring participants’ experience as they served and related with homeless people ‘reality’, ‘usefulness’ and ‘meaning’ were derived from the student’s reflection upon their experience and their communal dialogue. Hence this study used Symbolic Interactionism as the perspective to explore experience. An interpretive approach was utilised, as humans interpret their environment, evaluate beliefs in terms of their usefulness in situations, select what they notice in every situation and focus on human action and interaction. A case study approach was used as it acknowledged the unique setting of a ‘van site’ for homeless people. Using personal journaling and focus groups data was collected from fifty-three Year 11 students who had volunteered to participate on the van for a period of six months. All fifty-three participants in the Service Learning Program experienced particular phases regardless of prior service experience, variables linked to family or personality type. These phases were: Expectations, Exposure, Reframing, Disillusionment, Awareness and Agency. This study concluded that within these phases, participant experience was influenced by the length of time of the program, the presence of active mentors facilitating the experience, ongoing reflection upon experience and situating the experience in a clear ideological framework. While each participant experienced the phases mentioned above no two students derived the same meaning or level of meaning from their experiences. The research concluded that each participant will exit a Service Learning Program with varying levels of internalisation of the core values of the program. Some will exit with a surface appreciation of what the program was about; others deeper, others tacit; some will arrive at a point of existential change. While acknowledging the influence of family and personality factors in this journey, this research shows that the presence of active mentors, reflection upon experience, a clear ideological framework and a significant length of time to allow for the maturation of both reflection and experience will move participants further along towards existential change than would otherwise have occurred. A model; the Spiral Model of Service Learning is proposed to support these findings.
22
Joy, Geoffrey, i n/a. "The development and current principals' perception and expectations of the administration of a large Catholic education system". University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060804.121438.
Pełny tekst źródłaStreszczenie:
This study traces the development of the system of Catholic systemic schools in the Archdiocese of Sydney from early colonial times to the
present, and analyses the perceptions and expectations that a sample
of secondary school principals in the System had of the systems
level administration in 1985.
The development of Catholic schools in the penal colony of New South
Wales was extremely slow. The first Catholic school was opened in
1817, and from 1833 to the 'free, secular, and compulsory' education
act in New South Wales in 1880, denominational schools received some
government grants.
When 'state-aid' was withdrawn in 1880, the wonder of education
history in Australia was that a separate Catholic school 'system'
emerged. This was brought about in large measure by the ability of
the Bishops and Clergy to activate the Catholic community, which had
been generally apathetic religiously and educationally, and by their
recruiting teachers who were members of Religious Congregations both
from abroad and locally.
The Religious carried the Catholic Schools 'system' in Sydney for
some seventy-five years (1880-1955). However, the recruiting of
Religious teachers declined from the 1950s. This, together with
rapid increases in school population, widening of the curriculum,
decreased class sizes and lighter teaching loads brought on a crisis
of survival for the Catholic schools. It was averted by the
reintroduction of 'State-Aid' and the recruiting and training of lay
teachers. Following the Karmel Report of 1973, Commonwealth
Government grants and programs grew many fold. In order to cope with
the new organisational complexities, including both financial and
educational accountability requirements of the government, many of
the Catholic schools, which had previously been organised on an
individual parish or Religious Congregation basis, joined together to
form systems. These Catholic Education Office systems (or CEO
systems) rapidly developed administrative bureaucracies. The Sydney
CEO System is the largest in Australia with nearly 6000 teachers and
over 110,000 pupils.
In this process of building an organisational system, the vital role
of the school principal is changing. This study examines the
responses of twenty-four secondary school principals, in the interview
situation, to questions on their perceptions and expectations of
the systems level administration.
The researcher has analysed the data in the light of some of the
literature on motivation theory and theories about complex
organisations and has suggested some facets of the systems level
administration that need to be addressed if the system is to grow in
effectiveness.
23
Nelipa, Tanya, i n/a. "The changing role of the A.C.T. government school principal : an investigation of administrators' perceptions". University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060824.095312.
Pełny tekst źródłaStreszczenie:
This study researched three major areas of the school Principalship within the
Australian Capital Territory government school system. The three major areas of
research concern related to school Principalship were:
1. Changes in the role and responsibilities of the Principal
2. Skills Principals require to perform effectively within the role and responsibility.
3. How the education department may best facilitate and support effective
performance of its Principals.
An outline of the history of administrative and organisational restructuring within the
A.C.T. government education system during the past two decades has been presented
to provide the context of the study. A review of the literature also contributed to the
contextual understanding of the study by examining specific issues and understandings
within the literature. The specific issues and understandings related to:
context and the role of the Principal
concept of the role of the Principal
instructional leadership and the role of the Principal
administrative and organisational devolution and the role of the Principal
The research methodology used to examine the issues central to this study is
qualitative or descriptive in nature, reflecting a phenomenological perspective. The
data was collected through personal interviews conducted with senior administrators of
the A.C.T. government school system and written questionnaires completed by
Principals of the A.C.T. government school system. The data comprises the
perceptions, ideas and beliefs of the two defined groups targeted in the study.
The analysis of responses presented the major findings regarding the perceptions, ideas
and beliefs of the Principals and senior administrators of the A.C.T. government school
system relating to the key research areas of this study. The major findings show that
the role of the school Principal has changed, with Principals requiring a broader array
of skills to effectively meet the challenges of the new role. The major findings discuss
how the education department may best facilitate and support effective performance in
the Principalship.
The conclusions of the study discuss how changes to the role of the Principal have
increased the Principal's workload, with Principals now required to utilise a broader
scope of often new skills to effectively perform their changed role and responsibilities.
The Principal respondents and senior administrator respondents suggest best ways that
the education department may facilitate and support effective performance of the
Principalship. It was also suggested that the amount of professional development and
training was inadequate to facilitate the performance of effective Principalship.
Respondents indicated that incentives such as sabbatical leave for Principals be
facilitated by the education department to ensure Principals' professional renewal.
Finally, the implications of the conclusions of the study address the ways in which the
education department may best assist Principals to acquire the necessary new skills to
effectively perform their changed role. The implications of the conclusions of the
study also address the ways in which the education department may best facilitate and
support Principals' professional renewal. The implications of the conclusions of the
study state that the responsibility for Principals' professional development and renewal
should be a shared responsibility between the school Principal and the education
department.
24
Bracken, Anthony John, i res cand@acu edu au. "The Principal's Leadership Role in the Spiritual Formation of Teachers in Catholic Schools: a case study in one educational system". Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp72.25092005.
Pełny tekst źródłaStreszczenie:
This study arose out of experiences within the Parramatta Diocese, a large diocese located on the western edge of Sydney, associated with spiritual formation programs and initiatives within the diocese between 4 990 and 2004. These experiences reinforced the pivotal role of principals in encouraging and facilitating teacher spiritual formation and also identified a lack of role definition for principals in this area. The importance of the spiritual formation of teachers to the authenticity and vitality of Catholic schools signalled a need to clarify the principal's leadership role in the spiritual formation of teachers in Catholic schools in the Parramatta Diocese. The case study methodology utilised different data collecting methods including individual and group interviews, survey, document analysis and observation to draw different perspectives from teachers, principals, and personnel from the Catholic Education Office, Parramatta. The research explored the range of spiritual formation experiences valued by teachers, both within structured programs and in the day-to-day experiences within schools. It identified responses of teachers to spiritual formation, the challenges in this area, and the role of principals. The research findings suggest that the principal's leadership roles in the spiritual formation of teachers apply at the every-day cultural level of school experiences for teachers, where the principal shapes and strengthens experiences of Catholic culture for teachers, and the school community; at the whole school level, where the principal has a key role in strategic planning in relation to spiritual formation, in extending individual consideration to teachers, and in nurturing teacher leadership and co-leadership; and finally, at the diocesan level, where the principal has a stewardship role with other principals in relation to the long term spiritual formation of teachers. At the diocesan level the principal also participates in collaborative alliances with diocesan personnel which increase opportunities for teacher spiritual formation A fundamental leadership responsibility for principals is to nurture a spiritual base to their own leadership. Support for the spiritual formation of newly appointed principals and those aspiring to the role should be a system priority and would augment initiatives currently in place for experienced principals in the diocese. The research findings point to multiple leadership roles for principals in the spiritual formation of teachers. These findings expand and elaborate the existing role description for principals in Catholic schools in the Parramatta Diocese.
25
Jericho, Adrienne John, i n/a. "Perceptions of Principal Appraisal: Experience in Australian Lutheran Schools". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040919.113840.
Pełny tekst źródłaStreszczenie:
This study was an investigation into participant perceptions of principal appraisal in Australian Lutheran schools where a national, systematic appraisal process for principals, entitled Principal Appraisal for Development (PAD), has been in place since 2000. The study group for the investigation consisted of fifteen principals, ten chairpersons of school councils and two district directors, all of whom had been involved in the process. The literature review indicated that whilst there was substantive scholarly writing on the purpose and methods of principal appraisal, there was a lack of recorded research on the experience and longer term outcomes of appraisal. Accordingly, the focus of the study was an examination of participant perceptions of the experience and impact of appraisal. The study's theoretical underpinning was symbolic interactionism and it adopted a qualitative approach to answer the central research question: What are principal and governing council chairperson perceptions of the efficacy of principal appraisal processes in Australian Lutheran schools? Data for the study were gathered through focus group and individual qualitative interviews. In addition, documents associated with the appraisal process were obtained for analysis. The data were then analysed using grounded theory methods, leading to the generation of three theoretical propositions. The first proposition was that the efficacy of principal appraisal depended on the completion of an explicit process that followed six clearly defined and understood steps; the second: that five perceptions of the efficacy of the appraisal process could be identified amongst participants; and the third: that the role played by key players in a spirit of trust in the process and in one another facilitated perceptions of efficacy in the appraisal process. Furthermore, the context in which the process took place, the actual purpose of the process and the nature of responses by participants emerged as key factors in each proposition. In particular, these factors determined whether the appraisal process advanced through the six defined stages required to ensure meaningful, long-term development for the principal, which of the perceptions of efficacy of the process for development was held by participants, and the extent to which trust in one another and in the process was evident. From these propositions eight statements that describe the experience of study participants were identified. These comprised: their belief that a development purpose must have priority in appraisal for perceptions of efficacy of the process; credible messages needed to emerge from the appraisal process for perceptions of its efficacy; appraisal needed to be perceived as a complex process of change involving meaning-making; principal as agent and initiator in the appraisal process facilitated perceptions of efficacy; a supportive and improvement-oriented environment for professional development was associated with perceptions of efficacy of the process; professional development of the principal needed to be perceived as a complex process; trust in the process and in one another was necessary for perceptions of appraisal's efficacy; and appraisal was recognised as having outcomes that may distract from development. These findings have specific implications for the policy and practice of principal appraisal in Lutheran schools, especially as PAD is reviewed. The findings also have application to other appraisal settings and generated key questions to assist in developing, implementing and evaluating principal appraisal systems. The study also indicated that those involved in the appraisal process need to think through how appraisal, development and accountability are related. These concepts are important and legitimate, and are to be both separated and recognised in any employment context. The study found that appraisal that resulted in development was a complex process of change involving shifts to meaning and behaviour. Such a process needed to be supported through an environment of trust with an improvement focus. The study has indicated that appraisal for development needs to be informed more fully by an understanding of the professional development literature. In summary, the study has contributed to an understanding of the place of appraisal in the learning and development of school principals.
26
Doszpot, Maureen, i n/a. "Developing culture of a new catholic primary school : vision building, shared values and beliefs". University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060705.145541.
Pełny tekst źródłaStreszczenie:
This study examines the articulated vision of a new Catholic primary school in
order to describe and assess its developing organisational culture. The following
questions provide the major focus of the study: I How and to what extent does
the Vision Statement describe the developing Catholic school culture at St Clare of Assisi Primary School? 2. What are the common beliefs and values underlying
the Vision Statement at St Clare of Assisi Primary School?
A review of the literature reveals that many educational researchers stress the
importance of schools developing a strong, coordinated, cohesive and positive
culture. The need for this culture to be based on a clearly articulated vision,
embodying shared values and beliefs is also indicated and this provides the
rationale for the study.
A number of frameworks for school culture are examined and adapted to develop
a conceptual framework for the study. The resulting Model for Developing
Catholic School Culture provides a structure which enables collected data to be
sorted and analysed, so that the research questions can be addressed.
This study utilises the methodology of ethnographic research. Data collection
strategies include participant observation, interviews, surveys, and other sources
including school records and documents, photographs, artefacts and memorabilia.
The findings are organised under five headings, each of which represents a belief
articulated in the school's Vision Statement. These beliefs are examined to see
how they are enacted verbally, visually and behaviourally by the school
community Conclusions are drawn as to the relevance of the Vision Statement to
the school community Other significant values and beliefs evident from an
examination of the data are also identified
The study concludes that the Vision Statement effectively describes the developing
culture of the school for there is congruence between its beliefs and actions.
What emerges of particular significance from this study is the importance of a
school community articulating a shared vision. A school's Vision Statement serves
a dual purpose It is the filter which allows the shared beliefs and values of the
school community to be articulated, while at the same time serving as a scaffold
for checking if these shared beliefs and values are being enacted by the
community.
27
Moody, Craig William, i res cand@acu edu au. "An Exploration of the Role of School Principals in Faith Formation Leadership Within the Educational Mission of Two Australian Anglican Schools". Australian Catholic University. School of Education, 2009. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp234.01072010.
Pełny tekst źródłaStreszczenie:
This study offers a response to the question facing the Australian Anglican Church about how the mission of Anglican schools is aligned with the mission of the whole Church. The study explores two Anglican school principals’ faith formation leadership, as they engage in this mission. Fundamental to understanding the context of this study is awareness of Anglicanism’s broad variety of expression balanced with unity through Scripture, Reason and Tradition. In spite of differences, the Anglican Church seeks the ‘Via Media’, the middle way, held together in a dynamic tension of debate. Anglican school principals lead faith formation in this context of diversity, which leads to the purpose of this study: to explore two Australian Anglican school principals’ perceptions of their role and capability as school leaders of faith formation within the Anglican Church’s mission. The three questions guiding this study relate to the ways in which the principals understand their role, their capability for the role, and the ways in which the Anglican Church has equipped them to be faith formation leaders in their schools. Various Anglican sources note that these questions have been on the Anglican Church’s agenda for several decades. A recent report on the governance relationship between an Australian Anglican Diocese and its schools noted lack of Anglican identity and role definition of schools’ mission in the Church as significant issues (Nicholson, 2007), and this appears to be the case in faith formation leadership also. Underpinning this study are assumptions that the nurturing of the Christian faith in the Anglican tradition is a core task of Anglican schools as agents of Anglican mission, and that the principal of an Anglican school plays a key role in leading faith formation by authentic personal Christian witness. In this study, Anglican school faith formation leadership has been explored in cultural and symbolic dimensions of leadership. Catholic and Lutheran schools’ faith formation leadership practices are reviewed to inform the study. This exploratory, qualitative study has an orientation of social constructionism, seeking two purposively sampled Australian Anglican school principals‟ perceptions from an open research stance. A theoretical framework of symbolic interactionsism has valued the participants’ context. A phenomenological research methodology has used data gathering methods of interview, survey questionnaire, observation and documentary analysis. The study indicates that areas for further study include the shared faith formation leadership roles of principals and school chaplains; the fostering of a culture of research about Anglican school faith leadership; the provision of professional mentoring for principals; the relationship of principals to the Anglican Church; and provision by the Anglican Church of guiding statements and training to equip principals for their faith leadership roles.
28
Fikwamo, Rodgers K. "Leaders' Perceptions of the Role of Leadership in Catholic High Schools Through a Generational Lens". Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/550.
Pełny tekst źródłaStreszczenie:
Up until the 1950s, Catholic school principals were mainly priests, sisters, and brothers who were well grounded in theology, scripture, catechesis, and the Catholic social teachings they received during their formation. Conversely, lay principals who currently staff most Catholic high schools may not have this same Catholic formational training that helped to form the religious mission of schools in earlier years. Hence, this study was developed to investigate current Catholic school leadership models and the way principals' perceptions of leadership may impact the religious missions of Catholic schools. Additionally, the factor of generational diversity may contribute to differences in principal's perceptions of leadership. Thus, the purpose of this study is to investigate how current lay principals from two generational cohorts perceive their roles as leaders and how such perceptions impact the religious mission of their schools. To accomplish this investigation, the researcher employed three elements of the Catholic school leadership framework designated by the United States Catholic Conference (USCC), including educational, managerial, and spiritual leadership. These concepts constitute the framework through which this study examined the principals' perceptions of leadership in Catholic high schools. To collect the data and answer the research questions, this study utilized a qualitative methodology consisting of document analysis, observations, and interviews. To conduct the study, six principals from two generations were selected from Catholic high schools in a large diocese on the West Coast of the United States. Based on the research results, differences were discovered between the generational cohort known as the Baby Boomers and those known as the Xers, where Baby Boomers exhibited more future-focused perspectives and Xers demonstrated a strong focus on values. Baby Boomers also connected the religious mission of the school to the charisma of the founding order or congregation of their school, while Xers relied exclusively on the identity of the diocese. However, despite these generational differences, the study results show that the current principals have not only maintained and preserved the religious mission to a new level of forming peer Christian leadership among students and teachers.
29
Pellechia, Victor J. "Do We Value "Values" in Education? A Study of Values Alignment in the Ethical Decision-Making of Catholic School Principals". Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844863.
Pełny tekst źródłaStreszczenie:
The purpose of this study was to explore personal and organizational values, their influence and alignment, in the ethical decision-making of Catholic school principals. Semi-structured interviews allowed the 12 participants to explore personal and school values, areas of congruence and dissonance, methods for resolving dissonance, the process of values alignment, and the influence of the Catholic school culture. Site observations and analyses of mission statements provided insight as to community values for each of the participating schools.
The review of the literature yielded a means by which to connect values of the principal with those of the school community. The individual level examined the formation of the school leader through personal values, professional preparation programs, and ongoing self-reflection. The communal level analyzed the nature of school culture, namely the Catholic school framework, and how community members perceived their organizational climate. The process of ethical decision-making through multiple paradigms formed the active connection relating individual and communal value sets.
The conceptual framework depicted the aforementioned values relationship. Values alignment and values congruence formed the theoretical framework, exploring how to bring personal and organizational values into alignment and the resulting congruence or dissonance between them. Although prevalent in the business sector, this study’s application of the theory in education suggested ramifications for decision-making, job satisfaction, and professional success.
Findings showed salient values across participant responses, observations, and documents and highlighted concepts of organizational fit, prayer as process of reflection, and individual versus communal goods. Further, values awareness and values negotiation were found to be layers in the dynamic process of alignment by which an appreciation of pre-existing stakeholder values could be brought to bear in discerning potential success or failure of change through ethical decision-making. The Catholic school culture, consisting of a seemingly unified values framework, provided a common sense of mission, vernacular, and expression through artifacts and décor. Recommendations were posited for “match” programs that could connect aspiring principals with schools of similar values. Delving more deeply into values awareness and negotiation by further examining principal motive and collecting broader stakeholder feedback could stimulate additional research.
30
Ho, Kwok-cheung Joseph, i 何國漳. "The expectations of teachers and principals concerning teachers' participation in school administration in a sample of Salesian schoolsin Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3862719X.
Pełny tekst źródła
31
Tuite, Kerrie Patricia, i res cand@acu edu au. "Making the Edmund Rice Ethos a Reality: A case study in the perceptions of principals in Christian Brothers’ Schools in Queensland". Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp175.16092008.
Pełny tekst źródłaStreszczenie:
This research concerns how lay principals are negotiating the nurturing of authentic Edmund Rice education in their schools within a period of organisational change in the 21st century. The context of this research is Queensland Catholic schools in the Edmund Rice tradition, once more commonly known as Christian Brothers’ schools. These schools claim to carry on the educational charism of Edmund Rice (1762-1844), Founder of the Christian Brothers, who began schools in Ireland to provide a holistic education for boys, especially those who were marginalised by poverty and social stigma. Christian Brothers’ tradition purports that the Edmund Rice educational charism was handed on to successive Christian Brothers’ schools by Christian Brothers; however, research indicated that there were clear deviations from the original charism just prior to and following the death of Edmund Rice, raising questions of whether these schools remained authentic carriers of the original charism. Research also suggests that these deviations resulted in number of instances when the original charism of Edmund Rice was, at best, muted, or, at worst, distorted beyond recognition. Additional investigation also demonstrates that these departures from Rice’s charism resulted in a culture that differed from Edmund Rice’s original vision for education thus raising issues of authenticity for schools in the 21st century. Since Vatican II the Congregation of Christian Brothers has undergone significant changes. Most notable has been the reduction in Brothers in leadership positions in schools. Edmund Rice’s beatification in 1996 sparked renewed interest in his original educational vision, and The Congregation of Christian Brothers world wide began to explore what this charism might mean in contemporary times. In Australia, schools changed their name from Christian Brothers’ schools to Catholic schools in the Edmund Rice tradition, as part of an attempt to develop an authentic educational vision for contemporary Australian schools. At the time of this research, there were ten schools in Queensland, all led by lay principals, within a subset of forty or more schools across Australia. In Queensland, these schools encompass a wide socio-economic spectrum and offer differing educational offerings ranging from a totally traditional curriculum, to a comprehensive curriculum, to more flexible offerings for disengaged and marginal youth; the majority of these boys’ schools are single sex schools. This researcher identified that there was lack of clarity as to what constitutes an authentic Edmund Rice school and that a lacuna existed between the organisational rhetoric and the reality of principals. Consequently, the purpose of this research was to explore what lay principals perceived to be the essential features or ethos of this educational vision and the ways they developed this ethos into an authentic Edmund Rice culture in order to determine whether these schools are authentic to the original vision of Edmund Rice. Because the purpose of this research was to explore perceptions, the epistemological position of Constructionism, using an interpretivist perspective was adopted for this research. The methodology of Case Study was utilised as it allowed for the exploration of the world of Queensland Catholic schools in the Edmund Rice tradition from the perspectives of principals: nine current principals and one past principal were studied. The literature review generated the following research questions: 1.What do principals consider are the essential features of the Edmund Rice ethos? 2.How do principals ensure that the ethos of Edmund Rice is an integral element of school culture? 3.What aspects of leadership do principals consider important in ensuring that the Edmund Rice ethos is developed into an authentic culture? The findings of this research indicated that principals perceived that the essential features of ethos were found in: providing values based education; ensuring that young people were liberated from factors which marginalised them; ensuring that their schools were places of Diversity and Inclusivity; undertaking the development of Right Relationships; and developing a strong sense of community. Principals ensured that the Edmund Rice ethos was authentically connected to school culture through: providing Social Justice Initiatives; developing spirituality and sense of the sacred; providing flexible options for a diverse range of students; and ensuring that structures and formation experiences were provided to support the development of ethos. Finally, principals articulated their leadership role: in ensuring the embedding of ethos in culture was one of cultural change agent; as a spiritual and prophetic leader; developing a student centred focus; and being a role model for leadership within the totality of the school community. The research concluded that, for these principals, the development of an authentic Edmund Rice school was embedded in these three issues: 1.Ethos: A Catholic education with values based on Edmund Rice and his educational mission; 2.Culture: A positive environment which enables and encourages the development of structures and formation experiences to support ethos; 3.Leadership: Leadership led by a principal who understands ethos and is committed to a role model of the development of an authentic culture. However, the research also concluded that, while lay principals were committed to the development of an authentic Edmund Rice school and were committed to the organisational change needed to achieve this goal, they were constrained by a variety of factors including: school context; school tradition and history; the traditions and expectations of the Christian Brothers; the financial situation of the school; support or lack of support from the college community and Edmund Rice Education. These factors make the realisation of authenticity a goal to be worked towards, rather than a concrete reality. In essence, this study concluded that, one overriding dilemma for principals was whether they were prepared to make the sometimes difficult decisions needed to ensure authenticity to the original Edmund Rice educational charism, or retain the status quo, with the knowledge that, in so doing, they may be militating against authenticity to the Edmund Rice educational vision.
32
Cannon, Helen Mary. "Redesigning the principalship in Catholic Education". 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp76.09042006/index.html.
Pełny tekst źródłaStreszczenie:
Thesis (EdD) -- Australian Catholic University, 2004.Submitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 204-228. Also available in an electronic format via the internet.
33
Mellor, Graeme J. "Reimagining the Catholic schools an exploration of principals' responses to changing contexts of the contemporary catholic school /". 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp114.25102006/index.html.
Pełny tekst źródłaStreszczenie:
Thesis (EdD) -- Australian Catholic University, 2005.Submitted in total fulfilment of the requirements for the degree of Doctor of Education. Bibliography: p. 363-388. Also available in an electronic version via the internet.
34
Davison, Liam G. "Lay principals under contract 'Going down for the good Turf' : an exploration of the perceptions of selected secondary lay principals in relation to the religious and spiritual dimensions of their role /". 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp122.25102006/index.html.
Pełny tekst źródłaStreszczenie:
Thesis (EdD ) -- Australian Catholic University, 2006.Submitted in partial fulfilment of the requirements for the degree of Doctor of Education. Bibliography: p. 122-126. Also available in an electronic version via the internet.
35
Mukoma, Albert Marubini. "The impact of leadership and management styles of the principals of Catholic secondary schools on school discipline in Limpopo province". Thesis, 2003. http://hdl.handle.net/10413/1823.
Pełny tekst źródłaStreszczenie:
The purposes of this study are to first investigate various leadership and management
styles of Catholic secondary school principals and their impact on school discipline
and secondly to determine whether there is a correlation between leadership and
management styles of secondary school principals and discipline in the school.
The rationale behind the research topic is that the researcher has realised that many
black public schools in South Africa are dysfunctional and cannot deliver quality learning and teaching. The reason for this sorry state of affairs is historical and well
known. Most of these schools, to make the transition from dysfunctional to effectiveness, do not require courses in the market. What they require, and it is sorely missing, is strong and effective leadership.
The role of a principal in a school is crucial. The success of the process of restoring
the culture of teaching and learning rests to a large extent on the principal. This is
mainly because he/she is the one who has to lead the entire school community in
implementing whatever plans and programmes are to be put in place.
Teaching is like riding a wild horse. Even though you're in the saddle it sometimes
feels as if you're only barely in control and, if you stop paying attention for just one second, you will end up in the mud.
One of the greatest challenges that teachers face when starting out in their careers is
learning how to deal with unruly and badly behaved learners so that the rest of the
class can get on with the lesson. Teachers often say that they are not paid to discipline
learners they are paid to teach them. However, without discipline there can be little
learning.
Without discipline education is not possible. Discipline is the very foundation on
which education should seek to build. Many of our secondary schools are still in crisis
today because discipline is undermined.
In Chapter one the problem to be researched, the statement of the problem and the
purpose of study, general assumptions of study and definitions of terms were
introduced.
Chapter two examined the literature available. That was done to expand upon the context and the background of this study and to further define the problem and provide an empirical basis for the development of the hypothesis. Chapter two also
examined the Leadership Traits theory, the Situational Contingency theory, the Pathgoal theory, Collaborative, Democratic or Participative leadership styles, Autocratic
leadership style, Laissez Faire leadership style and leadership according to Gospel
values.
The Democratic and Situational contingency leadership styles were singled out as the styles of leadership applied most often in a number of organisations. Leadership
according to Gospel values will be the most suitable, especially for principals in
Catholic schools. It is very much intertwined with the democratic leadership style.
There was strong evidence from the literature studied that these styles, if properly applied, can go a long way in helping the principals of schools to live up to the challenges they are facing in education. It is these leadership styles coupled with an understanding of transformation issues in education such as: new principles and
values of education systems in South Africa; teaching and learning as the main aims of the education and management, self-reliant schools (self-managed), governance,
building schools as learning organisations, and certain skills that could enable
principals to be effective leaders in their schools.
In order for principals to provide proper and effective leadership, they should be competent in the following aspects:
• Stakeholders' involvement in the management of schools
• the use of different leadership styles as propounded by the Situational
Contingency Theory
• team work, and
• effective and efficient communication with stakeholders.
Chapter three examined the overview of Catholic Education in South Africa, The
distinctive Religious character of the Catholic school, Characteristics of a Catholic school, school discipline and how poor school discipline can be prevented and a
model for effective discipline in a school. It also focused briefly on the impact of the
South African Schools Act No 84 of 1996 and the Bill of Rights as enshrined in the
Constitution of South Africa on school discipline.
In Chapter four the research methodology was examined. This included the
structuring of the questionnaire to try to get factual information, opinions and attitudes about the problem. The questionnaire focused on the following:
• stakeholders' involvement in management tasks
• the leadership and management styles of principals
• how the principal is perceived by stakeholders
• communication with stakeholders
• teamwork
• parental involvement and
• how discipline in the school is perceived by stakeholders.
The questionnaire was then administered to all educators, members of the school
governing bodies, members of the Representative Council of Learners and principals
of all Secondary Catholic schools in Limpopo.
Chapter five deals with data analysis, interpretation, findings and recommendations.
In conclusion, of all the leadership styles discussed, the Situational Contingency, and
emerging participatory democracy and leadership according to Gospel values appear to be the most appropriate styles of leadership in South African Education today. The
three leadership styles are like rosebuds in that they bring forth positive results but
also have associated thorns and dangers. If we can locate the thorns, then we can learn how to hold the flower without injury. Different leaders and managers adopt different styles of leading and managing their
organisation (school). As a result there is no single perfect leadership or management style. It is, however, important that leaders must be able to weigh and consider ensuing or confronting situations and circumstances and to adapt accordingly.
Good educational establishments require disciplined environments. Teachers, parents
and students need clear strategies and guidelines that encourage learning. They need to ensure that learning is well structured and orderly. Good relationships need to be maintained in learning institutions to improve motivation and raise the quality of
education for all.Thesis (M.Ed.)-University of Durban-Westville, 2003.
36
Chen, Haiporn, i 陳海鵬. "A Study on the Relationship Among the Principals’ Moral Leadership,School Organization Health, and School Effectiveness in Taiwan Catholic Secondary Schools". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/67045624461357374212.
Pełny tekst źródłaStreszczenie:
碩士國立政治大學
學校行政碩士在職專班
104
This study aims to examine the relationship among the principals’ moral leadership, school organization health, and school effectiveness in Taiwan Catholic secondary schools. Through the organization status description, comparison between different teacher background variables, the correlation with the principals’ moral leadership, school organizational health to forecast school effectiveness was discussed. Finally, it proposes suggestions for Taiwan's Catholic secondary school boards, school authorities, educators and subsequent researchers for further improvement of school effectiveness. This study uses questionnaires survey, t test, one-way analysis of variance, Pearson product-moment correlation, multiple regression and other statistical methods to explore Taiwan's Catholic secondary school moral leadership, the organizational health and schools' effectiveness. Through the collection and discussion of the literature, this study proposes the study frmaework. The questionnaire interviewing 435 Taiwan Catholic secondary school faculties, is developed by the results of moral leadership, school organization and school effectiveness relationship of health from the research of Chen, Qin, and Tsai. Through statistical analysis and discussion, this study obtains the following conclusions: 1. Taiwan Catholic secondary school staff has medium-to-high perception of moral leadership, organizational status of school health and school performance. 2. Taiwan Catholic secondary school faculty staff’s background variancees show insignificant differences in surveying the principals’ moral leadership of principals, school organization and school effectiveness of health. 3. Taiwan Catholic secondary school moral leadership, school health and school performance of the organizations have a positive correlation. 4. Taiwan Catholic secondary school moral leadership and school organization health have a positive predictive power for the effectiveness of school.
37
Tabet, Marwan E. "The role of the principal in Catholic schools in post-war Lebanon". Thesis, 1998. http://hdl.handle.net/10500/16164.
Pełny tekst źródłaStreszczenie:
In the past, Catholic schools have made a significant contribution to educational provision in
Lebanon. In the restructuring of society in post-war Lebanon, Catholic schools are called on to
continue to provide academic excellence. To meet this need, principals of Catholic schools are
challenged to provide instructional leadership and manage schools effectively.
Against this background, this study explores the Catholic school principal's role with regard to
its management and leadership capacity. A literature study investigates theories of management and
leadership as applied to the principal. An overview of the Catholic school system in
Lebanon is given against the backdrop of historical, social, political and economic factors. The
role and tasks of the Catholic school principal are examined with particular focus upon the unique
spiritual dimension of the role. From this theoretical and descriptive base, the research design
is described. A qualitative investigation of the principal's role was conducted.
Data gathering was done by means of an preliminary questionnaire, individual interviews and a focus
group interview as well as participant observation in a Catholic school in Lebanon. The interviews
explored the themes of management and leadership as experienced by a small sample of
principals of Catholic schools. Data was analysed, discussed and synthesised. Significant
issues discussed included management topics such as delegation, strategic planning, time
management, financial management and the evaluation and staff development of teachers; leadership
topics comprised vision, mission, faith formation, and school culture.
The findings provide a basis for a recommended profile and model for the Catholic school principal.
The study suggests that the future effectiveness of the principalship rests upon the clear
conceptualisation and implementation of both management and leadership functions. In the light of
this, the present formation and training of the principal may fall short in meeting the
increasingly complex demands of Lebanese Catholic schools. Without strong endorsement and training
for educational management and leadership principals in Catholic schools could face a precarious
future. Further research and management training and formation is needed to lead Catholic school
principals into a steadfast future.Educational Leadership and Management
D.Ed. (Educational Management)
38
Crickmore, Barbara Lee. "An Historical Perpsective On the Academic Education Of Deaf Children In New South Wales 1860s-1990s". 2000. http://hdl.handle.net/1959.13/24905.
Pełny tekst źródłaStreszczenie:
This is an historical investigation into the provision of education services for deaf children in the State of New South Wales in Australia since 1860. The main focus is those deaf children without additional disabilities who have been placed in mainstream classes, special classes for the deaf and special schools for the deaf. The study places this group at centre stage in order to better understand their educational situation in the late 1990s. The thesis has taken a chronological and thematic approach. The chapters are defined by significant events that impacted on the education of the deaf, such as the establishment of special schools in New South Wales, the rise of the oral movement, and aftermath of the rubella epidemic in Australia during the 1940s. Within each chapter, there is a core of key elements around which the analysis is based. These key elements tend to be based on institutions, players, and specific educational features, such as the mode of instruction or the curriculum. The study found general agreement that language acquisition was a fundamental prerequisite to academic achievement. Yet the available evidence suggests that educational programs for most deaf children in New South Wales have seldom focused on ensuring adequate language acquisition in conjunction with the introduction of academic subjects. As a result, language and literacy competencies of deaf students in general have frequently been acknowledged as being below those of five their hearing counterparts, to the point of presenting a barrier to successful post-secondary study. It is proposed that the reasons for the academic failings of the deaf are inherent in five themes.PhD Doctorate